TEACHER OPINION LEADERS & SERVICES FOR ADHD CHILDREN

描述(申请人摘要)：本申请拟申请社会 扩散理论(Rogers，1983)加强校本实施 为低收入城市学校的ADHD学生提供心理健康服务。 社会扩散理论已被成功地用于增加医生的使用量 一种新的药物(科尔门等人，1966)，并增加安全性行为 男同性恋者中的行为(Kelly等人，1991,1992)。社会扩散理论 建议信息在整个社交网络中由 对关键意见领袖的说服。遵循罗杰斯使用的程序(1983) 和Kelly等人。(1991)，我们建议在11个城市中确定关键意见领袖 学校通过对目标教师进行社会计量访谈。意见领袖 (n=28)将通过UIC被招募参加大学课程 教育学院，由有效的研究团队开发和教授 针对ADHD学生的教育和心理健康策略。 以社区为基础的精神健康服务提供者也将参加 与意见领袖建立协作关系的课程 他们将在哪些学校提供咨询(McKay等人，正在出版中)。多动症学生 (n=400，相当于ADHD-I和ADHD-C的数量)将使用 26个一至四年级的半结构化诊断性访谈 市中心的学校，随机分配给意见领袖或没有意见领袖 条件来自的一批学校。改编自霍格伍德等人的电影《S》 (1996)儿童心理健康方案综合评估模型， 重点关注教师态度和做法的影响 关于为ADHD儿童提供的教育和心理健康服务， 将获得环境结果的措施(教师做法、 父母的意识和参与)、系统一级的成果(支持性服务 学校)、儿童功能(学业和社交)、症状(ADHD、 破坏性行为)和满足感(父母、老师、心理健康 提供商)。如果支持假设的效果，这个模型将提供一个 学校内的关键意见领袖与 外部心理健康提供商有效支持采用创新的 为患有ADHD的学生在城市低收入学校就读的计划。这 回应对创新战略的需求，以加强对 为ADHD学生提供校本服务，并有可能为政策提供信息 为市中心儿童发展有效的心理健康服务 和家人。

DESCRIPTION (Applicant's abstract): This application proposes to apply social diffusion theory (Rogers, 1983) to enhance the implementation of school-based mental health services for students with ADHD in low-income urban schools. Social diffusion theory has been used successfully to increase physicians' use of a novel medication (Colemen et al., 1966), and to increase safe sexual practices among gay men (Kelly, et al., 1991, 1992). Social diffusion theory proposes that information is disseminated throughout a social network by the persuasion of key opinion leaders. Following procedures used by Rogers (1983) and Kelly et al. (1991), we propose to identify key opinion leaders in 11 urban schools through sociometric interviews with target teachers. Opinion leaders (n=28) will be recruited to enroll in a university course through the UIC College of Education, developed and taught by the research team on effective educational and mental health strategies for students with ADHD. Community-based mental health service providers will also be enrolled in the course to develop collaborative relationships with opinion leaders in the schools in which they will be consulting (McKay et al, in press). ADHD students (n=400, equivalent numbers of ADHD-I and ADHD-C) will be identified using semi-structured diagnostic interviews in grades 1st through 4th in 26 inner-city schools, randomly assigned to opinion leader or no opinion leader conditions from a pool of 64 schools. Using an adaptation of Hoagwood et al.'s (1996) model for the comprehensive assessment of child mental health programs, focused specifically on the influence of teacher attitudes and practices regarding educational and mental health services for children with ADHD, measures will be obtained of environmental outcomes (teacher practices, parental awareness and involvement), system level outcomes (supportive services by schools), child functioning (academic and social), symptoms (ADHD, disruptive behavior), and satisfaction (parent, teacher, mental health provider). If hypothesized effects are supported, this model would provide a new form of collaboration between key opinion leaders within a school and outside mental health providers to effectively support adoption of innovative programs for students with ADHD attending urban low-income schools. This responds to the need for innovative strategies to enhance the use of school-based services for ADHD students, and has the potential to inform policy for the development of effective mental health services for inner-city children and families.